Exploring Individual Differences in Rating Second Language Speech: Rater's Language Aptitude, Major, Accent Familiarity, and Attitudes

Autor/in	Kahng, Jimin
Titel	Exploring Individual Differences in Rating Second Language Speech: Rater's Language Aptitude, Major, Accent Familiarity, and Attitudes
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1545-1557 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kahng, Jimin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3217
Schlagwörter	Evaluators; Second Language Learning; Language Tests; Language Fluency; Language Aptitude; Native Language; Oral Language; Listening; English (Second Language); Individual Differences + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Sprachbegabung; Spracheignung; Oral interpretation; Mündlicher Sprachgebrauch; Hörvorgang; Zuhören; English as second language; English; Second Language; Englisch als Zweitsprache; Individueller Unterschied
Abstract	This study is the first attempt to explore the relationship between rater variables focusing on raters' language aptitude and their judgments of second language (L2) speech. Thirty-four English listeners rated 65 spontaneous native and nonnative speech samples for comprehensibility, accentedness, and fluency. They also completed the LLAMA language aptitude test for associate memory, phonetic memory, sound-symbol associations, and grammatical inferencing. The results of mixed effect models showed that native listeners' individual differences (i.e., language aptitude, major, accent familiarity and attitudes) altogether explained 10-12% of L2 speech ratings. A particularly novel finding is that all aptitude components exhibited significant effects on the ratings. Specifically, associative memory exhibited a positive association whereas and phonetic memory, sound-symbol associations, and grammatical inferencing had a negative association with the ratings. The findings have a potential to enhance our understanding of the complex dynamics involved in nonnative speech perception and L2 interaction, and implications for researchers and educators in SLA, language assessment, and education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01